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Using concept mapping for assessing and promoting relational conceptual change in science
Author(s) -
Liu Xiufeng
Publication year - 2004
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.10127
Subject(s) - conceptual change , concept map , conceptual framework , concept learning , process (computing) , psychology , computer science , epistemology , knowledge management , sociology , mathematics education , social science , philosophy , operating system
In this article, we adopted the relational conceptual change as our theoretical framework to accommodate current views of conceptual change such as ontological beliefs, epistemological commitment, and social/affective contexts commonly mentioned in the literature. We used a specific concept mapping format and process—digraphs and digraphing—as an operational framework for assessing and promoting relational conceptual change. We wanted to find out how concept mapping can be used to account for relational conceptual change. We collected data from a Grade 12 chemistry class using collaborative computerized concept mapping on an ongoing basis during a unit of instruction. Analysis of progressive concept maps and interview transcripts of representative students and the teacher showed that ongoing and collaborative computerized concept mapping is able to account for student conceptual change in ontological, epistemological, and social/affective domains. © 2004 Wiley Periodicals, Inc. Sci Ed 88: 373–396, 2004; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/.sce10127